
\i"L 



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COURSES OF STUDY 



FOR THE 



HIGH SCHOOLS 



OF 



OREGON 



STATE DEPARTMENT OF EDUCATION 



1913 



STA^T] MANUAL 



COURSES OF STUDY 



High Schools of Orjegoiv 



ISSUED ET THE 



STATE EDUCATIONAL DEPARTMENT 



J. A. CHURCHILL, 

SUPERINTENDENT OF PUBLIC INSTRUCTION 



1913 




D. OF ^^ 
FEB C4 \^^'^ 












DEPARTMENT OF EDUCATION, STATE OF OREGON 

J. A. Churchill Superintendent of Public Instruction. 

E. F. Carleton Assistant State Superintendent. 

Frank K. Welles Assistant State Superintendent. 



OUTLINE OF COURSES OF STUDY FOR HIGH SCHOOLS OF OREGON. 



% 



OUTLINE OF COURSES OF STUDY FOR 



MAJORS 


FIRST YEAR 


SECOND YEAR 


English 

and 
Mathe- 
matics 


English 

and 
Algebra 


English 

and 
Algebra 


English 

and 
Algebra 


English 
and ■ 
Geometry 


English 

and 

Languages 


English, 
Latin or 
German 


English, 
Latin or 
German 


English, 
Latin or 
German 


English, 
Latin or 
German 


English 

and 
History 


English 

and 
Ancient 
History 
(Greek) 


English 

and 
Ancient 
History 
(Roman) 


English 

and 

Mediaeval 

History 


English 

and 

Mediaeval 

History 


English 

and 
Science 


English 

and 

Physical 

Geography 


English 

and 

Physical 

Geography 


English, 

Physiology 

and 

Hygiene 


English, 
Biology 

or 
Botany 


English 

and 
Industry 


English and 
one of the fol- 
lowing: Sew- 
ing, Cooking, 
Agriculture, 
Shop Work, 
Mechanical 
Drawing, 
Freehand 
Drawing, 

(Business 
Correspond- 
ence, Penman- 
ship, Spelling), 
Typewriting, 
Shorthand, 
Commercial 
Arithmetic, 
Bookkeeping, 
Music 


English and 
one of the fol- 
lowing: Sew- 
ing, Cooking, 
Agriculture, 
Shop Work, 
Mechanical 
Drawing, 
Freehand 
Drawing, 

(Business 
Correspond- 
ence, Penman- 
ship, Spelling), 
Typewriting, 
Shorthand, 
Commercial 
Arithmetic, 
Bookkeeping, 
Music 


English and 
one of the fol- 
lowing: Sew- 
ing, Cooking, 
Agriculture, 
Shop Work, 
Mechanical 
Drawing, 
Freehand 
Drawing, 
(Business 
Correspond- 
ence, Penman- 
ship, Spelling), 
Typewriting, 
Shorthand, 
Commercial 
Arithmetic, 
Bookkeeping, 
Music 


English and 
one of the fol- 
lowing: Sew- 
ing, Cooking, 
Agriculture, 
Shop Work, 
Mechanical 
Drawing, 
Freehand 
Drawing, 

(Business 
Correspond- 
ence, Penman- 
ship, Spelling), 
Typewriting, 
Shorthand, 
Commercial 
Arithmetic, 
Bookkeeping, 
Music 



OUTLINE OF COURSES OF STUDY FOR HIGH SCHOOLS OF OREGON. 



HIGH SCHOOLS OF OREGON. 



THIRD YEAR 


FOURTH YEAR 


English 

and 

Geometry 


English 

and 

Geometry 


Higher 

Algebra, 

American 

History 


Higher 

Algebra, 

and 

Civics 


English, 
Latin or 
German 


English, 
Latin or 
German 


English, 
American 
History, 
Latin or 
German 


English, 

Civics 

and 

Latin or 

German 


English 

and 
English 
History 


English 

and 
English 
History 


English 

and 

American 

History 


English 

and 
Civics 


English 

and 
Physics 


English 

and 
Physics 


English, 
American 

History 

and 

Chemistry 


English, 

Civics 

and 

Chemistry 


English and 
one of the fol- 
lowing: Sew- 
ing, Cooking, 
Agriculture, 
Shop Work, 
Mechanical 
Drawing, 
Freehand 
Drawing, 

(Business 
Correspond- 
ence, Penman- 
ship, Spelling), 
Typewriting, 
Shorthand, 
Commercial 
Arithmetic, 
Bookkeeping, 
Teachers' 
Training, 
Music 


English and 
one of the fol- 
lowing: Sew- 
ing, Cooking, 
Agriculture, 
Shop Work, 
Mechanical 
Drawing, 
Freehand 
Drawing, 

(Business 
Correspond- 
ence, Penman- 
ship, Spelling), 
Tj'pewriting, 
Shorthand, 
Commercial 
Arithmetic, 
Bookkeeping, 
Teachers' 
Training, 
Music 


English and 
one of the fol- 
lowing: Sew- 
ing, Cooking, 
Agriculture, 
Shop Work, 
Mechanical 
Drawing, 
Freehand 
Drawing, 

(Business 
Correspond- 
ence, Penman- 
ship, Spelling), 
Typewriting, 
Shorthand, 
Commercial 
Arithmetic, 
Bookkeeping 
Teachers' 
Training, 
Music 


English and 
one of the fol- 
lowing: Sew- 
ing, Cooking, 
Agriculture, 
Shop Work, 
Mechanical 
Drawing, 
Freehand 
Drawing, 

(Business 
Correspond- 
ence, Penman- 
ship, Spelling), 
Typewriting, 
Shorthand, 
Commercial 
Arithmetic, 
Bookkeeping, 
Teachers' 
Training, 
Music 



TO THE TEACHERS. 

(a) In the preparation of the High School Courses, consideration 
has been given for lihe different aptitudes of pupils and for the 
different preparations which a high school must give to fit all of its 
pupils for larger spheres of usefulness. 

(b) Greater freedom in the choice of electives has been given, 
with the hope that pupils will not be forced to take a subject for 
which they have no aptitude, but rather that courses will be selected 
that will give a natural development of the faculties. 

(c) A pupil who elects the Enghsh and Mathematics Course 
will take English and Algebra the first year and elect two more 
studies from all of the others in the first year of the various courses. 
Should he elect the course in English and Languages, he will take 
English and Latin or German, and any two of the studies of the 
other courses given in the first year. 

(d) Fifteen full credits are required for the completion of a 
course. A pupil carrying full work will, with the exception of the 
last year, recite in four subjects each day. 

(e) While the courses are planned for four years' work, a pupil 
with good preparation for the work, and strong, both mentally and 
physically, may complete a course in three years by taking five 
sul:>jects, the maximum number each year. 

(f) A pupil can earn but three credits in the English and Indus- 
trial Course when majoring in other than that course. 

(g) A pupil may earn from one to three credits, for graduation 
in either vocal or instrumental music where the instruction is given 
by a teacher not connected with the school; provided, that the teacher 
must certify in writing that the pupil has spent at least eighty minutes 
in practice or instruction each day; provided, also that the Principal 
of the High School shall be satisfied as to the competency of the 
teacher. 

(h) All subjects requiring no preparation on the part of the 
pupil, before coming to the class, such as stenography, typewriting, 
etc., shall be given two of the regular recitation periods. 

(i) Schools giving but one or two years' work above the eighth 
grade should offer such subjects only as their facilities and teaching 
force will permit. Small high schools may offer a well balanced 
course through a combination of the English and Mathematics, 
English and History, English and Science, together with a few elec- 
tives. 

(j) On entering high school, pupils should be given full infor- 
mation as to the entrance requirements of colleges and universities, 
that those who desire to enter college after their high school gradua- 
tion may shape their higli school course accordingly. 



TEACHERS TRAINING COURSE FOR HIGH SCHOOLS. 



TEACHERS' TRAINING COURSE FOR HIGH SCHOOLS. 

The Course is prepared in compliance with Sections 14 and 44, 
School Laws of Oregon, 1913. The arrangement is only suggestive, 
but the full amount of work given in this Course must be completed 
by a student before he will be entitled to a certificate without exam- 
ination. 

The principal of the high school shall notify this department by 
December 1st of the number taking the Course, so the blanks required 
by law may be furnished the school. 

The schools offering this course will be visited during the year by 
the Superintendent of Public Instruction or an Assistant Superin- 
tendent. 

10th Grade. Elementary Agriculture — One-half year, five recita- 
tions per week. Second term. 

The class work may be based on one of the books recommended 
for the reference library and the State Course of Study. Practical 
Nature Study and Elementary Agriculture by Coulter and Patterson 
is an especially good text. The teacher should have the Teaching 
of Agriculture in the High Schools, by Bricker. 

Report to the satisfaction of the principal on at least two of the 
texts found in the school reference library. 

11th Grade. While American History and Civics are offered in 
the fourth year of the High School Courses, pupils in the Training 
Class should take that work in the 11th grade. Five recitations 
per week, including Methods of Teaching History. See State 
Course of Study on History. Study how to present the stories 
offered in the first four grades. 

12th Grade. I. REVIEW— ONE-HALF YEAR. 

Grammar, 9 weeks Three recitations and two recitation hours' 

Arithmetic, 9 weeks observation work each week. 

The course should include a thorough study of the Course of Study 
in all subjects. 

II. TEACHING PRACTICE, 15 WEEKS. 

Actual teaching practice must be given for at least forty minutes 
each day for a period of not less than fifteen weeks. 

The assignments of the pupils in the Course to the different grades 
for teaching practice, must always be definite. Pupils are required 
to file with the principal at the close of each assignment a written 
report of not less than three hundred words. These reports are to 
be filed for the inspection of the State Superintendent of Public 
Instruction or the Assistant Superintendent on his annual visit. 



BOOKS RECOMMENDED FOR REFERENCE LIBRARY. 



III. METHODS— ONE YEAR, FIVE RECITATIONS 
PER WEEK. 

(a) Colgrove's The Teacher and The School. 

(b) Oregon School Law. 

(c) A Study of School blanks, register, daily program, monthly 
report. 

(d) Report to the satisfaction of the principal on at least one of 
of the texts in History of Education, and one in Principles of 
Education, found in the school reference Library. 

Principals offering this course will please read carefully Sections 
14 and 44, School Laws of Oregon, 1913, noting especially the 
following provisions: 

A one-year State Certificate shall be granted without examination 
to appHcants who have completed four years' work in an accredited 
high school or other accredited institution; provided, that the appli- 
cant shall have completed the teachers' training course in such high 
school or institution as provided for in this act. A one-year State 
Certificate may be renewed only once when the holder thereof has 
presented satisfactory evidence of having successfully taught six 
months' school during the life of such certificate. (Section 14, 
Subd. 2). 

At least one teacher shall devote not less than four hours each day 
to the teachers' training course, and such teacher or teachers shall 
have been graduated from a standard normal school or its equivalent, 
which equivalency shall be passed upon by the Superintendent of 
Public Instruction. (Section 44, Subd. 1). 

At least two teachers exclusive of the City Superintendent shall 
give their entire time to instruction in subjects above grammar 
school subjects. (Section 44, Subd. 2). 

Schools offering this course shall have a reference library of at 
least three volumes on each of the following fields of professional 
study: History of Education, Principles of Education, Methods 
and Special Training in Industrial Education, including agriculture. 
(Section 44, Subd. 5). 

BOOKS RECOMMENDED FOR REFERENCE LIBRARY. 

History of Education — 

Monroe, Paul. Brief course in history of education. 1905 

Macmillan, $1.25. 
Davidson, Thomas. History of education. 1900. Scribner, 

$1.00. 
Dexter, E. G. History of education in the United States. 1904 

Macmillan, $2.00. 



10 BOOKS RECOMMENDED FOR REFERENCE LIBRARY. 



Hughes, R. E. Making of citizens; a study in comparative 

education. 1902. Scribner, $1.50. 
Hinsdale, B. A. Horace Mann and the common school revival 
in the United States. 1898. Scribner, $1.00. 

Principles of Education — 

Ruediger, W. C. Principles of education. 1910. Houghton, 
L.25. Postage, 11 cts. 

Dewey, John. The school and society; supplemented by a 
statement of the University elementary school. 1900. Uni- 
versity of Chicago Press, $1.00. 

Henderson, E. N. A text-book in the principles of education. 
1910. Macmillan, $1.75. 

Pestalozzi, J. H., Leonard and Gertrude; translated and abridged 
by Eva Channing, 1907. Heath, 90 cts. 

Spencer, Herbert. Education, intellectual, moral and physical. 
1900. Appleton, $1.25. 

Industrial Education Including Agriculture — 

Dean, A. D. The Worker and the State. 1910. Century, 

$1.20. 
Coulter, J. M., and others. Practical nature study and ele- 

mentarv agriculture. 1909. Appleton, $1.35. 
Hodge, C. F. Nature study and life. 1902. Ginn, $1.50. 
Greene, M. L. Among school gardens. 1910. Charities Pub. 

Co., $1.25. 
Hanus, P. H. Beginnings in industrial education, and other 

educational discussions. 1908. Houghton, $1.00. 

Educational Psychology — 

James, William. Talks to teachers on psvchology and to stud- 
ents on some of life's ideals. 1900. Holt, $1.50. 

Dewey, John. How we think. 1910. Heath, $1.00. 

Bagley, W. C. The educative process. 1905 Macmillan, $1.25. 

Rowe, S. H. Habit formation and the science of teaching. 
1909. Longmans, $1.50. 

Thorndike, E. L. Educational psychology. 1903. Lemcke, 
$1.50. 

Teaching — 
Bagley, W. C. Class management; its principles and technique. 

1907. Macmillan, $1.25. 
McMurry, F. M. How to study and teaching how to study. 

1909. Houghton, $1.25. 
Betts, G. H. The recitation. 1911. Houghton, 60 cts. 
Dinsmore, J. W. Teaching a district school; a book for young 

teachers. 1908. American Book Co., $1.25. 
Parker, F. W. Talks on teaching; reported by L. E. Patridge. 

1893- Barnes, $1.00. 



A SUGGESTED COURSE IN HIGH SCHOOL ENGLISH. 11 



A description of these books is given in the list of books on Educa- 
tion in the general loan collection prepared by the Oregon Library. 
The prices given are the publishers' prices. Some of these books 
are on the school library list, and the school prices may be found 
in the library hst. 



A SUGGESTED COURSE IN HIGH SCHOOL ENGLISH 

by 
MISS BESSIE B. APPLEGATE. 

GENERAL SUGGESTIONS. 

Literature: 

During the first and second years, there should be much reading, 
rather than the careful study of a few classics, the aim being to inter- 
est the students in reading and to lead them to see what constitutes 
good reading. In the second and third years, the study should be 
more intensive. Throughout the course, the teacher should make 
the work as spontaneous, natural, and interesting as possible, en- 
couraging free class discussions and avoiding the following of the 
definite rules and plans as to method and time, regardless of the 
interest and taste of the class. There should be much memorizing 
of both prose and verse. Pupils should be allowed considerable 
freedom in their choice of outside reading but should be guided in 
the selection of a variety of literary txq^es. It should be kept in 
mind that the object of Literature study is not so much knowledge 
of the facts and acquaintance with certain books as the acquiring 
of good habits of thinking and reading and of the ability to appreciate 
the best. 

In the study of the History of English and American Literature, 
the aim should be not to memorize names and dates but to note the 
relation of hterature to the spirit of the times, and to become ac- 
quainted as much as possible with the authors and the writings 
themselves. It affords opportunity for research and for oral compo- 
sition. Each member of the class should be called upon to report 
on topics for which he has collected his material from various sources 
and has done considerable reading. He should arrange his material 
carefully and logically and address the class, his report covering the 
greater part of a recitation period. Work should not be confined to 
the text-book. Students should be encouraged to read as many 
works of the authors studied as possible, as well as about the authors 
themselves. 



12 A SUGGESTED COURSE IN HIGH SCHOOL ENGLISH. 

Composition and Rhetoric. 

Two, preferably consecutive, periods per week during the first 
and second years and one period during the third and fourth years 
should be devoted to work in composition and rhetoric, with addi- 
tional periods occasionally as needed. When two are allowed, it is 
well to devote one to the work in grammar, drill on mechanical 
forms, punctuation, and discussion of rhetorical principles as needed; 
the other, to composition, oral or written, and to the preparation 
for papers to be written out of class, or discussion of papers already 
written. 

Grammar study should be made incidental, each topic being dis- 
cussed thoroughly but only when found necessary in connection with 
the composition work. 

Much emphasis should be laid upon oral composition, each pupil 
being required to give frequent talks before the class. Develop 
clear oral expression in all work, with care as to enunciation, tone, 
and power. There should be careful and frequent drills on the clear 
enunciation of vowel and consonant sounds, separately and in typical 
words. The object of oral composition should be not merely cor- 
rectness of speech but clearness, naturalness, and ease of expression. 
It should often be the basis of written composition. 

The work of the English Department can be made really effective 
only by insisting upon good composition, both oral and written, in 
other courses. Papers from other departments should occasionally 
be given to the English teacher for correction and discussion in class. 

Pupils should as a rule be given a number of subjects to choose from 
but not left to their own devices in the selection of a topic. Subjects 
should be concrete, suggestive, and interesting, presenting problems 
and situations as in the assignments in Gardiner, Kittredge, and 
Arnold's "Manual of Composition, and Rhetoric." Events of the 
day, of local and general interest, plays, entertainments, and lec- 
tures attended by the students may frequently serve as topics for 
oral or written composition, and general discussion, affording oppor- 
tunity for developing in the pupil appreciation and discrimination. 
Each year, compositions should frequently take the form of letters. 
While the emphasis, each semester, is laid upon a certain kind of 
composition, other tj^pes of writing are to be required as the occasion 
demands. 

The teacher should insist that students be exact and definite in 
collecting and presenting material. Care should always be taken 
in English work to avoid the danger, on the one hand, of making it 
so formal and technical as to destroy spontaneity and interest; on 
the other, of failing to obtain results because of lax and unsystematic 
methods. The teacher should, by constant reference to a number 
of good texts, select such supplementary work as seems best suited 
to the needs of herself and her class. 



A SUGGESTED COURSE IN HIGH SCHOOL ENGLISH. 13 



DETAILED PLAN. 

FIRST YEAR. 

A. First Semester. 

1. Literature — (Three periods per week.) 

1. Three or more of the following for class study. 
"Ivanhoe" or ''The Talisman'*. 
Irving's "Sketchbook". (Selections). 
'The Ihad" and Gayley's ""Classic Mvths". 
"Lady of the Lake". 
"Evangeline". 
"Sohrab and Rustum". 

2. Read as much as possible. Select certain parts to be read 
in class and others to be read at home and discussed in class. Have 
much oral reading in both prose and poetry. Particularly effective 
passages should be read by the teacher or by the best readers in the 
class. Let the emphasis fall largely upon the story — -little intensive 
study as yet. 

3. In addition, stories by the best short story writers as: Haw- 
thorne, R. H. Daud, Kipling, Thompson-Seton, J. C. Harris, 
Stockton, and Stevenson, and well known narrative poems may be 
read if desired. 

II. Composition and Rhetoric : (Two periods). 

The emphasis is laid on narration, the writing or relating of short, 
one-paragraph narratives, at first reproducing short stories, and con- 
densing longer classics studied. Continue this work, however, only 
until the student feels at home in his new work and then pass on to 
stories drawn from personal experience or imagination. Opportun- 
ity is here given for the explanation of the principles of unity of 
paragraphs and of sentences, of proportion, etc., with their applica- 
tion in oral and written work. 

B. Second Seviester. 

I. Literature — (Three periods) . 

1. Three or more of the following for class reading and study: 
"Old Testament Stories". 

"Merchant of Venice" or "As You Like It". 

"Snowbound". 

"Lays of Ancient Rome". 

"Early Enghsh Ballads". 

2. Stories and poems as in First Semester. 

3. One or two classics for home reading. 



14 A SUGGESTED COURSE IN HIGH SCHOOL ENGLISH. 



II. Composition and Rhetoric. (Two periods). 

Narration is continued and simple description begun, aiming at 
clearness and accuracy rather than at artistic effect with special 
stress on the point of view. 

SECOND YEAR. 

A. First Semester. 

I. Literature — (Three periods). 

1. Two or more of the following for class study: 
"Ancient Mariner". 

"Vision of Sir Launfal". 
"Tale of Two Cities". 
"Vicar of Wakefield". 
"In the Wilderness". Warner. 

2 . Supplementary descriptive stories and poems. 

3. One or two classics for home reading. 

During the second year, read with more attention to 
style, noting particularly descriptions, use of effective and 
poetic words, concrete details, etc. Note the character 
sketching in novels read. 

II. Composition and Rhetoric: (Two periods). 

Let the emphasis fall upon description. Deal largely with the 
more general ideas, keeping in mind a few definite principles and 
developing them thoroughly as: 

1. Keeping one point of view. 

2. Aiming at producing one effect, keeping in mind the audi- 
ence, real or imaginary, and the purpose of the description. 

3. Selecting and arranging details in regard to a definite plan. 
Give throughout the year some work in verse writing, pro- 
gressing from the writing of single lines to a numl)er of 
simple stanzas. 

B. Second Semester. 

1. Literature — (Three periods per week). 

1. Two or more of the following for class study. 
"Lorna Doone". 
"Idylls of the King". 
Coming of Arthur. 
Gareth and Lynette. 
Launcelot and Elaine. 
Passing of Arthur. 



A SUGGESTED COURSE IN HIGH SCHOOL ENGLISH. 15 



"Midsummer Night's Dream". 
Stevenson's "Inland Voyage" and 
"Travels with a Donkey". 

2. One or two classics for home reading. 

II. Composition and Rhetoric: (Two periods). 

Continue work in description, introducing the study of paragraphs 
and of topic and transitional sentences. Begin a study of exposition, 
^Titing simple definitions and later short explanations of how to do 
or make something, making sure in each case that the thought is 
absolutely clear before expression is attempted. In oral work, 
require longer expositions, the students in some cases speaking from 
brief outlines. 



THIRD YEAR. 
A. First Semester. 

I. Literature. 

1. Two of the following for class study — (Two periods per 

week) . 
"Julius Caesar". 
"Silas Marner". 
"House of Seven Gables." 

2. Two classics for home reading. 

3. History of English Literature (two periods). 

During this year, emphasize, in novels, the artistic development 
of plot, setting, finer elements of character sketching; in speeches, 
careful outlining and principles of exposition. 

In the History of English Literature, either study it by periods 
as in the text or trace through, one at a time, certain lines of literary 
development, as the drama, fiction, poetry, and the essay. If much 
study is given to individual authors and their writings, it is well to 
let this take the place of one of the classics for class study, especially ' 
during the second semester. It is well to read as widely as possible 
in the fiction of the Age of the Classicists and the Victorian Age, and 
in the poetry of the Age of the Romanticists and the Victorian Age. 

II. Composition and Rhetoric: (One period.) 

Call for longer compositions in narration and description and oral 
exposition. 



16 A SUGGESTED COUESE IN HIGH SCHOOL ENGLISH. 



B. Second Semester. 
I. Literature. 

1. One or two of the following for cla.ss study. (Two periods). 
"Sir Roger de Coverley Papers". 

"Prologue to Canterbury Tales". 
"Selections from Lincoln's Addresses." 
"First Bunker Hill Oration". 

2. One or two classics for home reading. 

3. Complete History of English Literature. (Two periods). 

IT. Composition and Rhetoric. (One period). 

Give a careful course in exposition, with the making of outlines, 
methods of developing paragraphs, study of rela,ted paragraphs and 
of kinds of sentences. The work may be varied by occasional exer- 
cises in verse writing. 



FOURTH YEAR. 

A. First Semester. 

I. Literature. 

1. One or two of the following for class studv. (Two periods). 
"Macbeth" or "Hamlet". 

Milton's "Comus", "L'Allegro", and "II Penseroso". 
Lamb's "Essays of Elia". 

2. Two classics for home reading. 

3. History of American Literature. (Two Periods). 

Have more intensive study of the classics, emphasizing whatever 
is best in each. In the Histor}^ of American Literature study indi- 
vidual writings as in the Third Year. Test the student's acquaint- 
ance with characteristics of authors by reading aloud selections 
unknown to the class but typical of the writers studied. 

II. Composition and Rhetoric. (One Period). 

Give a general review of the forms of composition applying the 
principles already studied but requiring deeper thought and more 
careful and reahstic work than before. Much oral work. 



A SUGGESTED COURSE IN HIGH SCHOOL ENGLISH. 17 



B. Second Semester. 

I. Literature. 

1. One of the following for class study. (Two periods). 
Burke's "Speech on Conciliation". 

Webster's "Reply to Hayne". 

2. Two classics for home reading. 

3. Complete the History of American Literature with much 
study of the best American poems and particular attention to the 
fiction of today. (Two Periods). 

II. Composition and Rhetoric. (One Period). 

Let the emphasis fall upon argumentative composition with much 
work in the preparation of outlines and briefs; working up debates 
with extemporaneous speaking in some cases, and careful preparation 
in others. Let each student prepare one paper of considerable 
length, choosing his own hterary form as a final test of his ability 
to write. 



BOOKS FOR HOME READING. 

FIRST YEAR. 

Dicken's "Christmas Carol". 

Irving' s "Alhambra". 

Kipling's "Jungle Book". 

Porter's "Scottish Chiefs". 

Stowe's "Uncle Tom's Cabin". 

Cooper's "Pathfinder" or "Deerslayer". 

Hughes' "Tom Brown's School Days". 

Oliphant's "Bob, Son of Battle". 

Hale's "Man Without a Country". 

Burrough's "Birds and Bees". 

Warner's "Being a Boy". 

Thompson-Seton's "Biography of a Grizzly" or "Wild Animals I 

Have Known". 
Scott's "Quentin Durward". 

SECOND YEAR. 

Bunyan's "Pilgrim's Progress". 
Dicken's "David Copperfield". 
Scott's "Rob Roy" or "Kenilworth". 
Cooper's "The Spy". 



18 A SUGGESTED COURSE IN HIGH SCHOOL ENGLISH. 



Scott's "Marmion". 
Mulock's ''John Halifax". 
London's ''Call of the Wild". 
Wagner Opera Stories. 
Churchill's "The Crisis". 
Mabie's "Norse Stories". 
Plutarch's "lives". 
Wallace's "The Fair God". 



THIRD YEAR. 

Tennyson's "Enoch Arden". 
Sheridan's "Rivals". 
Thackeray's "Henry Esmond". 
Mark Twain's "Innocents Abroad". ■ 
Cooper's "Last of the Mohicans". 
Gaskell's "Cranford". 
Wallace's "Ben-Hur". 
liytton's "Last Days of Pompeii". 
Eber's "Uarda". 
Kingsley's "Hypatia". 
Parkman's "California and Oregon Trail". 

Riis' "How the Other Half lives" or "The Making of an Ameri- 
can". 
Kipling's "Captains Courageous". 
Wright's "Winning of Barbara Worth". 
Jackson's "Ramona". 



FOURTH YEAR. 

Dicken's "Nicholas Nickleby" or "Dombey and Son". 

Barrie's "Little Minister" or "Sentimental Tommy". 

Hawthorne's "Marble Faun". 

Lytton's "Harold". 

Muir's "Mountains of Cahfornia". 

Washington's "Up from Slavery". 

Irving's "Life of Goldsmith". 

Holmes' "Elsie Venner". 

Kipling's "Kim." 

Howell's "Rise of Silas Lapham". 

Smith's "Col. Carter of Cartersville". 

Churchill's "Coniston". 



HIGH SCHOOL ADOPTION. 19 



HIGH SCHOOL ADOPTION 
and 
OUTLINE OF WORK. 

L English: 

(a) English Composition, by Stratton D. Brooks. Book I. 
First and second years. 

(b) English Composition, by Stratton D. Brooks. Book 11. 
Second and third years. 

(c) English Literature, by WiUiam J. Long. Third year. 

(d) American Literature, by Abernathy. Fourth year. 

(e) Kimball's English Grammar. Teachers' Training Course. 
Fourth year.' 

II. Mathematics: 

(a) New High School Algebra, by Wells and Hart. To Invo- 
lution the first year. Complete the first half of second year. 

(b) Wentworth's Plane and Solid Geometry. Plane Geometry 
the last half of the second year and first half of third year. 
Solid Geometry completed in second half of third year. 

(c) Well's Academic Arithmetic. A review in Teachers' 
Training Course. Fourth year. 

III. Science: 

(a) Elements of Physical Geography, by Thomas Cramer 
Hopkins. First year. 

(b) Advanced Physiology and Hygiene, by Conn and Buding- 
ton. First half of second year. 

(c) Essentials of Biology, by Hunter. Second half of second 
year. 

(d) Practical Botany, by Bergen and Caldwell. Second half 
of second year. 

(e) A First Course in Physics, by Millikan and Gale. Third 
year. 

(f) An Elementary Study of Chemistry, by McPherson and 
Henderson. 

IV. Bookkeeping: 

(a) Principles of Bookkeeping and Farm Accounts, by Bexell 
and Nichols. First year. 

(b) Lyon's Bookkeeping. Complete text for schools giving 
one year of bookkeeping in the second year. *' ^ ^ 

(c) Lyon's Bookkeeping. Part I text for schools giving one- 
half year of bookkeeping in second year. 



20 HIGH SCHOOL ADOPTION. 



(d) Lyon's Bookkeeping. Part II text for the second half of 
the second year where the complete text was not procured 
at the beginning of the year. 

(e) Lvon's Bookkeeping. Part I. Outfit; to go with Part 
I text. 

(f) Lvon's Bookkeeping. Part 11. Outfit; to go with Part 
Il'text. 

V. History : 

(a) History of the Ancient World, by George W. Botsford. 
First year. 

(b) Mediaeval and Modern History, revised by Philip Van Ness 
Myers. Second year. 

(c) American History, by James and Sanford. First half 
fourth year. 

(d) Civil Government, The American Republic, by S. E. 
Foreman. Second half of fourth year. 

VI. German: 

(a) Element arbuch der Deutschen Sprache, by Arnold Werner- 

Spanhoofd. First year, 
(b) . 'Eiu: Sommer in Deutschland, by Manley. Second year. 

VII. Agriculture: 

(a) Elements of Agriculture, by Warren. One year's work — 
any year. 

VIII. Latin: 

(a) Essentials of I^atin, by Henry Carr Pearson. First year. 

(b) Caesar's Gallic War, by Gunnison and Harley. Second 
year. 

(c) Cicero's Orations, by Gunnison and Harley. Third year. 

(d) Virgil's Aeneid, by I airclough and Brown. Fourth year. 

IX. Classics : 

The Text Book Commission adopted the classics in Enghsh and 
German of those publishing companies which will enter into contracts 
to supply them at the hst prices. 



